Teacher Training
The training of teachers also benefits our schools. Working with our Associate Teachers gives some of our outstanding young teachers their first experiences of leadership and the concept of coaching. In addition, we have embraced the findings from our Associate Teachers’ postgraduate research projects. Their findings provide statistical evidence on the quality of pedagogy and learning across our alliance. This culture of school-based research is again a welcome development in many schools. With many of our Associate Teachers finding employment within our alliance, they build on the credits attained through their PGCE by enrolling on a Masters in Teaching and Learning. A key element of the MTL is again a research project that fits in with team and school development plans to have maximum impact on learning in the classroom.
However the real benefit of recruiting from within our pool of Associate Teachers is that when they start as NQTs, they hit the ground running. We are aware of their strengths and areas for development and can ensure that a personalised professional development package is put in to place to get the very best from them. It has always been accepted that as a professional training programme the PGCE is a challenge, with the need to balance classroom development with academic assignments.
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However, our trainees feel part of our school community and the reason we refer to them as Associate Teachers, as opposed to trainees is to instil a belief that they are very much supported colleagues within our schools. Associate Teachers are encouraged to contribute beyond the classroom through extra-curricular opportunities and the mentoring of the young people in our schools facing difficulties. From contributing to Duke of Edinburgh, to running alongside our students in the local fun-run, relationships are built with our students that have a real benefit in the classroom.
Progression in teaching is no longer driven by experience accrued over a period of time. A coaching model embedded across many schools allows all colleagues the opportunity to become leaders of their own classroom, and eventually teams of colleagues. From their first year opportunities are available for new teachers with talent to apply for leadership roles such as ‘Skills Teachers’ leading on an aspect of change at a wider school level. Such roles allow talented colleagues to gain the skills needed to further their career quickly and to become Subject, Phase and Pastoral Leaders.
Approaches to teacher training, professional and leadership development have changed for the better. The three strands are now seen as integrated and personalised to the need of the
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teacher. Teachers are now encouraged to take a more active role in their own development as opposed to the antiquated ‘done to’ approach of attending scheduled workshops that are delivered to colleagues of varying experiences and needs. As new entrants to the profession Associate Teachers are challenged to engage in their own development and to actively look to collaborate with others to test and evaluate strategies to address their needs in the classroom. This attitude will hopefully then transcend across their whole career.
For advice on how to implement and run School Direct effectively , speak to other headteachers who have joined the School Direct community.
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https://network.nationalcollege.org.uk/ groups/25941 u
www.arthurterry.bham.sch.uk
October 2013
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